Lassoing Skill Through Learner Choice

Abstract

The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positive affect. Experiment 2 compared the effectiveness of task-irrelevant (mat color) versus task-relevant (video demonstrations of the skill) choices. In both choice groups, each participant was yoked to a participant in the other group, and each received the same mat color or saw the video demonstration, respectively, as chosen by their counterpart in the other group. In the control group, participants were yoked to their respective counterparts in each of the choice groups. On a retention test, the 2 choice groups did not differ from each other, but both outperformed the control group. The affective and learning effects seen when learners are given choices, and the fact that task-relevant and task-irrelevant choices resulted in similar learning benefits, are consistent with a content-neutral mechanism for the effects of choice on learning, as described in the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016 ).

Onward and upward: Optimizing motor performance

“…There is also increasing evidence that providing even small or incidental choices that do not have direct task relevance can be sufficient to enhance motor performance or learning. Examples include choosing the golf ball color for a golf putting task (Lewthwaite, Chiviacowsky, Drews, & Wulf, 2015), selecting the particular order of different types of punches in kickboxing (Halperin, Williams, Martin, & Chapman, 2016), and picking the color of a mat to be placed under a target (Wulf, Iwatsuki, Machin, Kellogg, Copeland, & Lewthwaite, 2017). A meta-analysis of research studies on choice effects found that incidental choices can be particularly motivating (Patall, Cooper, & Robinson, 2008).…”

Participation can make a difference to be competitive in sports: A systematic review on the relation between complex motor development and self-controlled learning settings

“…The dates of publication ranged from 1995 to 2018, with a clear focus on the last four years. Seventeen studies were conducted in the USA, 42,45,46,50,54–65 six in Brazil, 41,47,66–69 four in Germany, 51,70–72 two in Canada, 52,53 and one each in Spain 40 and Korea. 48 In total, 1273 participants were included in the 31 trials, at least 644 were females (about 51%; two studies made no specification regarding gender).…”

“…Three trials reported category-covering age spans. 65,70,71 Four studies targeted only female participants. 46,50,67,68 Most of the studies were randomised or quasi-randomised controlled trials, usually comparing the learning advantages of self-controlled practice conditions (i.e.…”

Haptic-Based Perception-Empathy Biofeedback Enhances Postural Motor Learning During High-Cognitive Load Task in Healthy Older Adults

“…Normality was assessed using the Shapiro–Wilk test, and if violation of normality was noted, a non-parametric test was considered. Scores were analyzed in a univariate analysis of variance (ANOVA) ( 47 ). For the day 1 training session, scores were analyzed in 2 groups × 15-trial ANOVA with repeated measures on the last factor ( 47 ).…”

“…Scores were analyzed in a univariate analysis of variance (ANOVA) ( 47 ). For the day 1 training session, scores were analyzed in 2 groups × 15-trial ANOVA with repeated measures on the last factor ( 47 ). The retention of improvement was assessed by comparing the results of trials 1–5 on day 1 and the results of the same trials on day 2, using a paired samples t -test or the Wilcoxon signed-rank test ( 48 , 49 ).…”